The Challenges Which International Students Face

Introduction:

This article is approximately the difficulties which international students face, especially for Asian students, including thinking styles, learning behaviour and writing and presenting styles. In spite of its publication particular date, it continues to be ideal for us to comprehend the international students` situation in foreign countries. In the written text, the authors claim all the issues are rooted in traditional culture. In general, the creators` quarrels are affordable, but for some specific situations their views are no more suitable. The reasons involve the introduction of education within the approximate twenty years and their constraints of visual views. In such a paper, assessments about every main idea are shown. About the situations that your authors` ideas aren't suitable, some ideas are indicated. As for the applicable arguments, more evidences are provided to back up.

Background:

In this day and age, a number of of Asian students go in foreign countries to study. However, there are a few typical difficulties they must overcome for their innate propensity. In Ballard and Clanchy`s research, the innate tendency totally stem from oriental traditions, which is a typical viewpoint before. Some subsequent research considered by David Kember and Lyn Gow reveals that the problems result from the curriculum and teaching environment [1]. Along with the development of the education system in Asian countries, the issues appear to be fade away during modern times. Asian international students are more and much more familiar to european culture, plus they can manage the assignment of their lecturer more smoothly. This makes investigations in past time become unsuitable, so some updating research are necessary to pay new situations.

Summary:

The subject of this article is "Cultural Deviation: Troubles for Student Studying Abroad". It really is from a reserve called "Study Abroad: A Manual for Asian Students" compiled by Ballard and Clanchy (1984).

In this post, the authors claim three main troubles that Asian international students face in their studying process. Further, the authors suggest Asian students modifying their studying style for successful study abroad.

The first main idea in the text is about modifications of thinking styles. As the authors say, different thinking and learning purposes lead to different results, which stem from varying cultures. A specific example of a Japanese learner who modified his goal and designed his essay framework to meet his lecturer`s need is useful to support the key point.

The variation in learning behaviour is argued as the next main idea. In the authors` judgment, different educational practices create different learning behaviour. Then different learning strategies, including reproductive, analytical and speculative, are provided specifically education levels, although they aren't segregated totally. The authors quote three Asian students` words and explain an Indonesian postgraduate`s situation to lower back up their main idea.

The other main idea concerns dissimilarities on paper and showing styles. Five particular writing habits, including English, Relationship, Russian, Semitic and Oriental patterns, are detailed in the text (Kaplan 66: 1-20). As mentioned, a typical example of a Thailand university student whose thesis was crossed away by his Australian supervisor suggests that different writing styles fluctuate widely.

As the writers` suggestions, a far more analytical and critical learning procedure is expected for Asian international students to achieve their study.

Critique (general):

Generally speaking, the three main troubles pointed out in this specific article are fair. Although this informative article was publicized in 1984, the problems still exist in current international students. The effect stemming from traditional culture is significant, which cannot be taken out within about two decades. The thinking and writing styles that are trained throughout their mastering process imperceptibly, still influence international students.

Something different, however, has happened in these two decades. Internationalization has been an unstoppable trend, for which romantic relationships between countries is becoming more and more closed. Within the craze, education internationalization is a representative one. Compared with the problem in 1984, a lot more students go abroad to study, especially for students from producing countries. With the amount of international students increasing, overseas studying is no more inexplicable or unattainable. Most students who will be ready to go in foreign countries can get much useful information from internet and relevant brokers. As the consequence of this, students are relative familiar to the education environment abroad. On top of that, they usually can get experiential knowledge from forthgoers. Thus, they could change themselves to the expectations of foreigner colleges more easily, Additionally, a series of language tests and record examinations are developed to ensure that students who are accepted by foreign universities can survive internationally.

Critique (specific):

As the assertion above, the main ideas argued in this specific article is still acceptable at present, however, the problem has altered. So to a certain degree, the explanations in the text are no longer suitable.

As the authors` assertion, the variants in thinking styles stemming from traditional ethnicities, made the Japanese learner fail in his first season. Considering the way to obtain variations, it must be true, but this example should be an extreme one. Normally, the thinking style of oriental students is implicative. They always make effort to avoid assessing topics directly. When they are considering a subject, they often think over the affect of background firstly. Using the introductions of european educational culture, however, most students will probably compare the views and evaluate the topic, although they could describe the backdrop at first. In Chinese extra school, many assignments are to summarize the main ideas of ready texts and consider these main ideas from your point of view. Through training such as this students have the capability to evaluate the comparative merits. Therefore the description as the text presented, only may happen in extreme case. Together with the increasing of the familiarity to western thinking style, the similar extreme circumstance should be less likely to happen.

About different learning strategies described in this article, the authors claim that it is required to develop a more analytical and critical learning style for most Asian students. It ought to be a believable recommendation at that time. However, in today`s institution, not only universities or colleges, but also extra schools, it is paid attention to analysis ability. Essentially, the teachers and lecturers encourage students to ask questions and think deeper. In this way, students are essential not and then remember the knowledge things, but also to comprehend the way the process is certainly going. In addition, many colleges in China build funds to support undergraduates to consider tests. Then, students who wish to do some research specifically fields should apply them. In this way, students` speculative capabilities are cultivated. Furthermore, regarding to relevant research, there is absolutely no significant difference between Australian and Asian students [2]. As reported, Asian students aren't rote learners. Quite simply, the reproductive learning strategy is not directed towards Asian students. Then, for Australian students, the ultimate way to learn is also to remember and understand by heart. For these reasons, the creators` assertions about these three learning solutions are not relative to facts and appropriate to the introduction of education.

Concerning writing styles, the writers cite Robert Kaplan`s theory to describe the differing writing styles successfully. For oriental authors, explaining the problem directly is a blunt way which lacks of ideations. Within their views, a better way to express their ideas is to spell it out the backdrop and the affect factors as implications. The end results should be obtained by visitors themselves. As the creators suggest, this indirect writing procedure is not suited to academic thesis in Australian colleges. In american scholars` views, the "relevant explanations" are not relevant at all. It is a genuine difference between traditional western and eastern writing skills, while it is unnecessary to discuss which is more advanced. Expect from the variations between different cultures, the differences between each academic self-discipline are also brought up in the text. In this point in time, increasingly more interdisciplines are developed, that versatile writing styles are needed. Additionally, as a relatively objective writing style, technology and engineering articles should be paid more focus on attract visitors.

Conclusions:

In this paper, in connection with every main point talked about in the initial article, evaluations are provided. In most cases, the writers` main ideas remain applicable at the moment stage, although in this article there are a few details should be modified to match modern education. Once the authors are contrasting with Asian students` works and Australian lectures` prospects, extreme instances are cited. This is actually the biggest weakness, because it ignores the overall status. Implications of this article are that pupil who study abroad should understand how to adapt himself to the necessity.

References:

  1. David Kember, Lyn Gow: A Challenge to Anecdotal Stereotype of the Asian Student, 1991.
  2. F. Sushila Niles: Cultural Distinctions in Learning Motivation and Learning Strategies: AN EVALUATION of Abroad and Australian Students at an Australian University, 1995.

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